A remote control car and speed gauge sit next to the title text: Road Trip UDL: Designing Digital Environments with UDL as the Roadmap

Road Trip UDL: Designing Digital Environments with UDL as the Roadmap

With UDL as a design roadmap, we can create environments that are accessible, engaging, and supportive of learner variability. In this session, we’ll examine ways to use the UDL guidelines to design virtual (and hybrid) learning environments, as well as design tips that are transferable to in-person environment design. 

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About

Remote teaching and learning might appear to be a bumpy road-but it doesn’t have to be! UDL rockstars, start your engines! With UDL as a design roadmap, we can create environments that are accessible, engaging, and supportive of learner variability. In this session, we’ll examine ways to use the UDL guidelines to design virtual (and hybrid) learning environments, as well as design tips that are transferable to in-person environment design. We’ll explore strategies, tips, and exemplars to boost student engagement in virtual or hybrid environments, improve the accessibility of online content, and optimize choice in digital spaces. By the end of the session, participants will have concrete strategies for creating universally designed virtual environments to capture, boost, and sustain student engagement.

Goals:

By the end of the session, attendees will be able to:

  • Evaluate my virtual learning environment
  • Identify best practices for universally designed digital environments
  • Practice using tech tools to boost engagement, foster collaboration, reflection
  • Plan to use 3+ strategies or tools to support learner engagement

Build Background and Reflect

Consider the following questions. Collect your responses on a document – written or typed

  • Consider your digital learning environment. What tools or options are provided to get learners excited, motivated to learn?
  • What resources are provided to help learners understand content?
  • What tools or options are provided for learners to show what they know?
  • Are there high tech, low tech, no tech options available?

Session Video Recording

Session Resource:

Apply Your Learning

Authors/Creators
Brenny Kummer

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Posted date:

January 31, 2022

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An image of a classroom filled with students next to text "The environment is the Third Teacher."

Flexible Learning Spaces and Learner Centered Education

In this session, participants will explore ways in which form drives function and how flexible learning spaces can support learner centered education.

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In this session, participants will explore ways in which form drives function and how flexible learning spaces can support learner centered education.

Goals:

  • Explore ways in which form drives function and how flexible learning spaces can support learner centered education.

Build Background and Reflect

  • Read and explore resources from the Edutopia article: Classroom Makeovers to Engage Learning
    • Reflect on the following questions after you have completed the article review:
      • When learners walk into your classroom, what do you want them to see, feel, and think?
      • Reflect on different environments in which you work and how they impact your ability to think, collaborate, be creative, motivate, or increase energy (i.e. The office, coffee shop, your living room, etc).
        • How does form drive function in each of these environments?

Using a paper and pencil or an online tool like Mind Meister, create a mind map that outlines the connection between various flexible learning spaces in your current learning environment and the purpose for those spaces.

Video Session

View the Session Recording 

Interactive Notes Document

Apply Your Learning

Review the research based document from Steelcase Education, shared in the video presentation, to discover ways to redesign your classroom and implement flexible learning spaces that have purpose and drive learning.

You may also consider how to bring elements of flexible learning spaces discussed in the 3rd Teacher to life.

Authors/Creators
Eric Hill

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Video

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Posted date:

January 31, 2022

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Designing Choice That Empowers All Learners, Joni Degner, Bryan Dean, Alexis Reid

Designing Choice That Empowers All Learners

In order to create meaningful opportunities for learners to make choices and become self-directed in their learning, we have to move away from being lesson planners and embrace our role as designers of learning opportunities and educational spaces. 

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In order to create meaningful opportunities for learners to make choices and become self-directed in their learning, we have to move away from being lesson planners and embrace our role as designers of learning opportunities and educational spaces. 

Learning designers empathize and seek to understand, define challenges and decisions to be made, share and value all ideas, create prototypes for iterations of their work, test their iterations to determine what works and how to move the design forward, and value the learner as the center of design.

Start the Module

Authors/Creators
Joni Degner
Bryan Dean
Alexis Reid

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Course

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Posted date:

January 25, 2022

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Flexible Learning Environments By Design, Joni Degner, Bryan Dean, Alexis Reid

Flexible Learning Environments By Design

The environment is the context in which learning takes place. It mirrors the ideas, values, attitudes, and cultures of those who use the space. Educators must utilize the learning environment to communicate the beliefs that learners should be at the center of the learning experience and that intentional and inclusive pedagogy are valued in the space. 

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The environment is the context in which learning takes place. It mirrors the ideas, values, attitudes, and cultures of those who use the space. Educators must utilize the learning environment to communicate the beliefs that learners should be at the center of the learning experience and that intentional and inclusive pedagogy are valued in the space. 

Start the Module

Authors/Creators
Joni Degner
Bryan Dean
Alexis Reid

Resource File Type
Course

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Posted date:

January 25, 2022

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Overview of slides for the session Designing for All Learners by Mamta Verma

Designing for All Learners

This session addresses affective, recognition and strategic networks for all learners. Due to challenging circumstances, educators have to change instructional delivery from face to face to virtual. 

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This session addresses affective, recognition and strategic networks for all learners. Due to challenging circumstances, educators have to change instructional delivery from face to face to virtual. The purpose of education is to engage all in all settings. Now the question is: Are we reaching out to all learners virtually? Are the lessons addressing the needs of all learners? Are we providing equity to all learners ? Are we bridging the gaps? The participant will walk away with ideas how to reduce barriers in reaching out to all learners.

Authors/Creators
Mamta Verma

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Teaching Resource

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Document
Slides

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Posted date:

January 27, 2022

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A table covered in the Learning Space Idea Kit cards.

Space as a Catalyst for Campus-Wide UDL Implementation; Using the UDL Higher Ed Deck of Spaces™

This session will give attendees an opportunity to “test drive” the deck and understand its many possible applications in support of UDL at the higher ed level.

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Gaining campus-wide momentum in the adoption of UDL can be challenging. Educating diverse college and university stakeholders in ways UDL can support their unique goals takes finesse. The Deck of Spaces: Higher Education Edition™ is a valuable tool kit to spark ideas and initiate conversations across every facet of campus. We will engage attendees with the tool kit to explore the untapped potential of your campus spaces from furniture in the classrooms to student support services to the campus-wide user experience. The deck is also a strong advocacy tool to expand the conversation around UDL on campuses and illustrate the potential of UDL principles to impact the bottom line of collegiate institutions in these challenging times. This session will give attendees an opportunity to “test drive” the deck and understand its many possible applications in support of UDL at the higher ed level.

Session Video Recording
UDL Deck of Spaces: Higher Education Edition
Gould Evans Education

Authors/Creators
David Reid
James Basham
Michael Ralph

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Video

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Posted date:

January 24, 2022

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Text: Flexible Grouping and UDL: Remediating Learning Loss & Accelerating Learning After COVID-19

Flexible Grouping and UDL: Remediating Learning Loss & Accelerating Learning After COVID-19

This session describes a potential solution to learning loss, differentiated flexible small groups, and offers a roadmap for classrooms to implement it. 

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The COVID-19 crisis has caused unprecedented and inequitable learning loss across American K-12 education, particularly for students with learning differences at schools in marginalized communities. This makes equitable learning acceleration more important now than ever before. As schools adapt, how will teachers help all students catch back up? This session describes a potential solution, differentiated flexible small groups, and offers a roadmap for classrooms to implement it. Together, we’ll explore how to leverage granular student data to inform collaborative planning sessions where teachers use UDL principles to design learning environments that help every student make progress, whether in-person or online.

Session Video Recording
Slide Deck
NWEA Research
What, So What, Now What Protocol

Authors/Creators
Ray Cañada
Meg Hutchinson

Resource File Type
Video

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Posted date:

January 21, 2022

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A rendering of an architectural designed school hallway with text "Model School Approach to Support UDL: Mission Bay School Case Study"

Model School Approach to Support UDL: Mission Bay School Case Study

The session will highlight 8 key design principles every school should pay attention to.

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Are your learning spaces a barrier to student learning and UDL implementation? This session illustrates a process to better integrate UDL into the space design of schools, using the new Mission Bay School in San Francisco as a case study. The design principles and process tools are valuable whether you’re involved in capital improvements or simply wanting to hack the spaces you have today.  The session will highlight 8 key design principles every school should pay attention to.

Session Video Recording
Gould Evans Education
UDL Deck of Spaces

Authors/Creators
David Reid
Lauren Maass
Kelly Dreyer

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Implementation

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Video

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Posted date:

January 27, 2022

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group of people gathering their hands together as backdrop photo to the title Associate Credential Level 1

Mini-course: Associate Credential - Level 1

The premier resource authored by the professionals at Learning Designed - designed for anyone pursuing the UDL Associate Credential - Level 1.

Average: 4.7 (13 votes)

About

This premier resource, authored by the professionals at Learning Designed, prepares anyone who is pursuing the UDL Associate Credential - Level 1. Learn more about why UDL is so important to designing modern learning environments that address the needs of all learners. 

Select the INTERACTIVE tab to access the mini-course interactive modules.

Authors/Creators
Bryan Dean
Matt Marino

Organization/Publishers:

Learning Designed

Resource Quick Find
Professional Development

Resource File Type
Interactive module

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Posted date:

March 2, 2022

Resource Fee
$0.00
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0
No votes yet

Is there a place to identify what the expectations are and about how much time I need to set aside to earn this credential? Trying to decide when to begin. Thanks!

Sun, 09/29/2019 - 15:34
0
No votes yet

Good Q Ruby, I am wondering the same. Does it really take a year to earn the credential, especially if you have a firm knowledge base of UDL?

Mon, 11/25/2019 - 16:24
0
No votes yet
No sound? Am I missing something? Text-to-speech voice over is simple to accomplish and would help enormously. The NVDA screen reader is having trouble with the first reading assignment. Plus, when the assignment is completed, a screen appears that reads "BYE! You may now leave this page." But the only way to leave is to exit the course, which means I have to now reload and pick through to where I left off. For a course on UDL principles, it is a bit ironic that the module doesn't seem to be set up to accomodate all learners.
Tue, 09/08/2020 - 10:14
0
No votes yet
UDL is important to teachers and students at schools. To students, UDL provides multiple means of representations, which can promote students' understanding of lessons. students who can understand the knowledge and context at the lesson are more likely to master the skills and contents, and therefore they can achieve higher scores and succeed at schools. Meanwhile, UDL allows students to express themselves in multiple ways, which means that students can use the ways that they are interested to show their knowledge in classes and assessments. it is particularly important to students with disabilities to express themselves in flexible ways, because they may face barriers when they are required to use one way to participate in testing. Moreover, UDL stresses the engagement in students' learning, so that students are more likely to finish their learning. To teachers, using UDL to design a lesson is more likely to include all students at a class, because teachers use multiple ways to promote students' understanding, engagement, and participation, which can help teachers to design successful lessons. at the same time, using UDL can help teachers to reflect their students because UDL can be a checklist, when teachers design their lessons, and teachers can design flexible lessons if they can rethink their lessons in UDL principles.
Sat, 09/26/2020 - 09:39
0
No votes yet

Is this an active area for comments? I don't see any responses or ways to respond. Please advise. Thank you. 

Wed, 05/26/2021 - 17:00
0
No votes yet

Is it recommended to take both Levels or can one move to Level II if they have a good base knowledge of UDL? 

Wed, 05/26/2021 - 17:03

group of people gathering their hands together as backdrop photo to the title Associate Credential Level 1

Mini-course: Associate Credential - Level 1

The premier resource authored by the professionals at Learning Designed - designed for anyone pursuing the UDL Associate Credential - Level 1.

Average: 4.7 (13 votes)

About

This premier resource, authored by the professionals at Learning Designed, prepares anyone who is pursuing the UDL Associate Credential - Level 1. Learn more about why UDL is so important to designing modern learning environments that address the needs of all learners. 

Select the INTERACTIVE tab to access the mini-course interactive modules.

Authors/Creators
Bryan Dean
Matt Marino

Organization/Publishers:

Learning Designed

Resource Quick Find
Professional Development

Resource File Type
Interactive module

Share this resource:

Posted date:

March 2, 2022

Resource Fee
$0.00
Buy

0
No votes yet

Is there a place to identify what the expectations are and about how much time I need to set aside to earn this credential? Trying to decide when to begin. Thanks!

Sun, 09/29/2019 - 15:34
0
No votes yet

Good Q Ruby, I am wondering the same. Does it really take a year to earn the credential, especially if you have a firm knowledge base of UDL?

Mon, 11/25/2019 - 16:24
0
No votes yet
No sound? Am I missing something? Text-to-speech voice over is simple to accomplish and would help enormously. The NVDA screen reader is having trouble with the first reading assignment. Plus, when the assignment is completed, a screen appears that reads "BYE! You may now leave this page." But the only way to leave is to exit the course, which means I have to now reload and pick through to where I left off. For a course on UDL principles, it is a bit ironic that the module doesn't seem to be set up to accomodate all learners.
Tue, 09/08/2020 - 10:14
0
No votes yet
UDL is important to teachers and students at schools. To students, UDL provides multiple means of representations, which can promote students' understanding of lessons. students who can understand the knowledge and context at the lesson are more likely to master the skills and contents, and therefore they can achieve higher scores and succeed at schools. Meanwhile, UDL allows students to express themselves in multiple ways, which means that students can use the ways that they are interested to show their knowledge in classes and assessments. it is particularly important to students with disabilities to express themselves in flexible ways, because they may face barriers when they are required to use one way to participate in testing. Moreover, UDL stresses the engagement in students' learning, so that students are more likely to finish their learning. To teachers, using UDL to design a lesson is more likely to include all students at a class, because teachers use multiple ways to promote students' understanding, engagement, and participation, which can help teachers to design successful lessons. at the same time, using UDL can help teachers to reflect their students because UDL can be a checklist, when teachers design their lessons, and teachers can design flexible lessons if they can rethink their lessons in UDL principles.
Sat, 09/26/2020 - 09:39
0
No votes yet

Is this an active area for comments? I don't see any responses or ways to respond. Please advise. Thank you. 

Wed, 05/26/2021 - 17:00
0
No votes yet

Is it recommended to take both Levels or can one move to Level II if they have a good base knowledge of UDL? 

Wed, 05/26/2021 - 17:03